Unit 2 Neighbourhood Integration 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 2 Neighbourhood-Integration This unit, "Neighbourhood - Integration", belongs to the seventh - grade English textbook of Yilin Press (2024). It focuses on the theme of community life. Through various text forms such as community center notices, conversations, and speeches, it guides students to understand different aspects of community life, including community services, problems people may encounter in daily life, and how neighbors help each other. This unit not only enriches students' vocabulary related to community life but also helps them improve their language skills in listening, speaking, reading, and writing. At the same time, it aims to cultivate students' sense of community and the spirit of helping others. 教学目标 Students will be able to master key words and phrases related to community life, such as "community centre", "noticeboard", "problem", "fever", "sore throat", "trouble", "engineer", "artist", "washing machine", "fridge", "deal with", "wonder", "able", "post", "raise", "organize", "give away", etc. Students can understand and use sentence patterns for asking for and offering help, like "Do you have any problems?", "We have some artists to help.", "I'm going to...", "I will...". Students will learn and correctly apply the simple future tense (will and be going to) to express future plans and intentions in the context of community life. 教学重难点 Mastery of key vocabulary and sentence patterns related to community life. Understanding and correct application of the simple future tense in the context of community - related topics. Ability to read and understand community - related texts, and extract useful information. 1. Key Vocabulary Community - related: community centre, noticeboard, community service, local, volunteer, elderly Problems and Illnesses: problem, trouble, fever, sore throat, headache, toothache Professions: engineer, artist, doctor, nurse, repairman Daily Items: washing machine, fridge, TV, computer, bicycle Actions: deal with, fix, check, raise, organize, give away, post 2. Key Sentence Patterns Asking for Help: Do you have any problems? What's wrong with...? I have a problem with my... Can you help me? Offering Help: We have some... to help. I'm going to... for you. I will help you... Simple Future Tense: I will + verb 原形... (for spontaneous decisions or predictions) I'm going to + verb 原形... (for plans and intentions decided in advance) 3. Grammar - Simple Future Tense Structure: Will: Subject + will + verb 原形 + other components. E.g., I will go to the community centre tomorrow. Be going to: Subject + am/is/are + going to + verb 原形 + other components. E.g., She is going to organize a community activity this weekend. Usage: Will: Expressing a future action that is decided at the moment of speaking. E.g., "It's raining. I will take an umbrella." Making a prediction about the future. E.g., "I think it will be sunny tomorrow." Be going to: Expressing a plan or intention that has been decided before. E.g., "I'm going to visit my grandparents next week." Predicting a future event based on present evidence. E.g., "Look at the black clouds. It's going to rain." 教学过程 1. Warming - up (5 minutes) Show some pictures of different communities on the PPT, including pictures of community centers, people chatting in the neighborhood, and children playing in the community park. Ask students: "Do you like your community? What facilities are there in your community?" Encourage several students to share their answers in English. Lead in the topic of this class: "Today, we are going to learn more about our neighbourhood and how we can help each other in the community." 2. Pre - reading (10 minutes) Present new words and phrases related to community life on the PPT, such as "community centre", "noticeboard", "engineer", "washing machine", etc. Teach students how to read these words correctly, and explain their meanings through pictures or simple examples. Divide students into pairs. Give each pair a set of cards with words and phrases on one side and pictures on the other side. Let them match the words with the pictures and practice reading the words aloud to each other. Show a picture of a community center noticeboard with some blurred words. Ask students to predict what information might be on the noticeboard, like what kind of problems can be solved in the community center or what activities are going to be held. 3. While - reading (15 minutes) Give each student a handout with the text of the community center notice. Let students read the text quickly (skimming) and answer the general question: "What is the main idea of this notice?" Then, let students read the text carefully (scanning) and answer some detailed questions, such as "What problems can the engineers in the community centre help with?", "When will the art and design club start?" Write these questions on the blackboard in advance. After students finish reading and answering the questions, check the answers together. Explain some difficult sentences in the text, for example, "We have some engineers to check and fix things like broken TVs and fridges." Analyze the structure "have sb. to do sth." in this context. 4. Post - reading (10 minutes) Divide students into groups of four. Give each group a set of cards with different community problems written on them, such as "The street lights are broken", "Some elderly people need someone to talk to", "The community garden is in a mess". Each group discusses how they can solve these problems using the knowledge they learned from the text and their own ideas. Encourage them to use the simple future tense to express their plans, like "We are going to ask the engineers in the community centre to fix the street lights." "I will go to the community garden this weekend and clean it up." Each group selects a representative to report their discussion results to the whole class. Other groups can ask questions or give suggestions. 5. Summary and Homework (5 minutes) Summarize the key points of this class on the blackboard, including new words, sentence patterns, and the usage of the simple future tense. Review the importance of helping each other in the community with students. Assign homework: Ask students to write a short passage about a community problem they know and how they plan to solve it. They should use at least five new words and three sentences in the simple future tense. Let students find more information about community activities in their own neighborhoods and share it in the next class. 教学反思 Positive Aspects: The use of pictures and real - life - related topics in the warming - up part successfully aroused students' interest in learning, making them actively participate in class discussions. The reading activities, including skimming and scanning, effectively trained students' reading skills and helped them understand the text better. Group discussions provided students with more opportunities to practice speaking English and enhanced their cooperation ability. Areas for Improvement: In the grammar explanation part of the simple future tense, although some examples were given, more interactive exercises could be designed to help students better distinguish the usage of "will" and "be going to". For example, creating more real - life - like situations for students to choose the correct form. During group discussions, some students were a bit shy and did not actively participate. In future classes, more encouragement and specific guidance should be given to these students to ensure that every student can fully engage in class activities. The time control in the post - reading part can be further optimized. Some groups did not have enough time to fully present their ideas, which affected the overall effect of the activity. In the next class, a more reasonable time - allocation plan will be made. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$